College/School/Major Division Assessment Results for

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1 College/School/Major Division Assessment Results for ) College/School: School of Agriculture: Animal Science Unit 2) Review your student learning outcomes (SLOs). Please update as needed. The outcomes can be found at 3) Indicate where your SLOs are published: College/School/Major Division website. Provide URL: Student handbook. Provide URL, if available online: Click here to enter text. Information sheet, flyer, or brochure. Provide URL, if available online: MSU undergraduate course catalog. Provide page number(s): MSU graduate course catalog. Provide page number(s): Click here to enter text. Course syllabi. Provide URL, if available online: Click here to enter text. Office of Assessment website (in College Assessment Plans from 2012): Other: Click here to enter text. 4) For your college/school, the approximate percent of departments that have SLOs explicitly stated on a website or other publicly available document is as follows: 21-40% 5) Did your college/school engage in any college assessment activities between July 1, 2012 and June 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising and assessment plan, setting assessment goals, sharing assessment results, creating surveys or tests, etc.)? 6) Approximately what percent of departments/programs in your college/school/major division engaged in assessment activities between July 1, 2012 and June 30, 2013? 100% 1

2 Please select a department or program from your college/school/major division to answer the following questions: 7) For the period of June 1, 2012-June 30, 2013, state the assessment question(s) and/or assessment goals of the department or program you selected. Explain what inspired the assessment question or goal that guided the department or program s assessment work for the year. 1. Are we providing an atmosphere that is conducive to inquiry, learning, service and leadership? * 2. Are we teaching students what they need to know to be successful contributing members of industry and society?* 3. Are students learning what we are attempting to teach?* 4. Are our graduates confident in what they have learned and do they have the skills and desire necessary to continue their education? *Identifies questions addressed by this year s assessment work. The School of Agriculture faculty met in January 2012, August 2012 and during fall semester 2012 to develop specific questions we would like to answer and to identify how they might best be measured. The survey used in the past was updated, a plan to implement the public affairs scale in GEP and senior seminar was developed, pre-post testing was planned in upper division courses, and we discussed how we could best measure student retention of academic content. This year s assessment efforts of the Animal Science unit addressed questions 1, 2 and 3 above. 8) State evidence used to indicate how well students achieved those goals: a. Direct measure(s): (could include a sample of student work analyzed by faculty to find strengths and weaknesses, faculty observations based on student work, or certificate or licensure exam, test results, etc.) Public Affairs Scale 2. Are we teaching students what they need to know to be successful contributing members of industry and society?* GEP (71) SR Sem. (32) Community Engagement Cultural Competence Ethical Leadership The data above summarize the responses of students surveyed between June 1, June 30, The scale required students to rate 40 public affairs items between 1 2

3 Pre-post testing (strongly disagree) to 5 (strongly agree). Fifteen items address community engagement, 10 items address cultural competence and 15 address ethical leadership. The numbers above is the average of the scores for all items in each category for both GEP and senior seminar student fall semester The scores suggest that both our incoming and graduating students have a strong background in community service and leadership. They also suggest that our weakest public affairs component is cultural competence. 3. Are students learning what we are attempting to teach?* Pre-post testing in upper division courses. Class Semester Pre- Test % Posttest% Increase AGS 302 FA % AGS 302 FA % AGS 311 FA % AGS 311 FA 12 NA NA NA AGS 316 FA % AGS 316 FA % AGR 399 SP % *AGS 101 FA % Data indicate that student knowledge in all of the academic areas tested increased. This shows that we are effectively teaching the students the material. a. Indirect measure(s): (student surveys, focus groups, exit interviews, alumni surveys and feedback, employer surveys, course evaluations, NSSE, University Exit Exam, etc.) Student Exit Survey Results of the comment section of the exit survey represent combined comments from all units in the School of Agriculture. 3

4 1. Are we providing an atmosphere that is conducive to inquiry, learning, service and leadership? * 1. What did you like most about your educational experience through the MSU Ag Department? The attached table summarizes the comments of all students completing the exit survey. In the future, sorting the comments by unit and/or program may provide additional insight into what specific program areas within the unit need more focus in these areas. Forty-one percent of the students commenting indicated a positive relationship with the faculty and staff in the School of Agriculture was what they liked the most about the school indicating that the School of Agriculture provides a positive atmosphere that is conducive to inquiry, learning, service and leadership. 1. Are we teaching students what they need to know to be successful contributing members of industry and society?* See attached table summarizing the comments of all students completing the exit survey. 4. How could MSU Ag Department have better prepared you for entering into a career? Twenty-four percent of the students replying to the survey suggested changes in types and sizes of classes would better prepare them for the workforce. Similarly, 24 percent felt more hands-on activities would enhance their career preparation. 5. What suggestions would you make for improving your agriculture degree program? Twenty nine percent of the students responding to this question indicated there is nothing they would change about their degree program. Thirty-six percent felt that more hands-on activities would help. All other responses were individual suggestions for either a change in emphasis in specific course areas or an increased emphasis in specific livestock species areas. 6. What area(s) of instruction do you feel should have been included in your degree program? Thirty-two percent of those responding indicated that they did not know what additional area should be included to strengthen their degree program. Eighteen percent suggested strengthening the general agriculture areas including more ag power, public relations policy and IPM management. An additional 18 percent felt like more animal science emphasis 27 percent were interested in more Environmental Plant Science and Natural Resources and Wildlife Conservation areas, and 32 percent indicated addition of various Agribusiness courses would improve their program (For specific courses and activities see attached table.). Student Internship Reports: Internships are an important emphasis in the School of Agriculture. Twenty internships (2 Animal Science) were completed the summer semester 2012, 19 fall semester 2012 (4 Animal Science), and 21 spring semester 2013 (5 in Animal Science). Currently there are 43 ongoing this summer. Upon review of the internship reports from summer 2012 through spring 2013, it was apparent that the majority of the students had a positive educational 4

5 experience, however, the variety in format of the reports made it difficult to utilize them as an assessment tool to effectively measure student learning outcomes. Recruitment and Retention Survey: (Onyango, March 2013) Students in the larger agriculture courses (>30) were surveyed between March 1 and March 20, Response rate for the survey was 58 percent with a total of 119 usable surveys completed. The majority of the students were sophomores, juniors, and seniors so should have had a good understanding of the programs and facilities. As upper classmen they should have had sufficient time to interact with the staff and faculty to have a basis upon which to make their responses to the questions. Data from this survey represent responses from all units in the school, including Animal Science. 1. Are we providing an atmosphere that is conducive to inquiry, learning, service and leadership? * The highest responses to the survey question, Why Choose a Major in the School of Agriculture? ranked the Darr Learning Centre (35.6 percent), Karls Hall (34.7 percent), Pineger Arena (30.5 percent), Campus Visit (33.6 percent) and Journagan ranch (29.7 percent) as very and extremely important to their decision to choose a major in the school of agriculture. These facilities provide the structural environment for the learning activities in the School of Agriculture. The students were asked to rate important attributes that contribute to their retention as well as their satisfaction with the School of Agriculture in terms of these attributes. The attributes/dimensions included student-teacher relationships, advising and mentorship, facilities, internships and research, and job potential upon graduation. The Likert scale utilized ranges from 1=Not important at all/not satisfied at all to 5=Extremely Important/Extremely Satisfied. Attributes of interest to this report are shown in the table below. The attributes selected for this report are those most pertinent to the atmosphere of the School of Agriculture. Importance Satisfaction Performance Attibute Mean Std. Dev. Mean Std. Dev. Gap Caring Instructors Caring Staff Concern that student learn course materials Teaching Enthusiasm Instructor rapport w/students Quality of learning facilities

6 Course Evaluations A total of 529 course evaluations of Animal Science faculty were completed in the fall of 2012 and 391 were completed in the spring of Students were asked to evaluate the courses by responding to a series of questions using a Likert scale which ranged from 1 (strongly agree) to 5 (strongly disagree) with the option of 6 indicating no comment. Responses of no comment were not included in the total for determining means. 1. Are we providing an atmosphere that is conducive to inquiry, learning, service and leadership? * Responses to questions 5, 6, and 7 were combined for all Animal Science faculty members to assess whether a positive learning atmosphere was indicated. Mean scores for each of these questions were multiplied times the number of students in the course to provide a weighted average for the assessment (see table below). The median and the range of the scores are also included. Animal Science Course Evaluation Weighted Means, Range and Median Scores for Questions 5, 6, 7 and Overall Course Satisfaction Question Five Six Seven Overall Fall 2012 Mean Median Range Spring 2013 Mean Median Range Overall Question 7 Question 6 Spring 2013 Fall 2012 Question Question 5. The instructor demonstrated a willingness to provide reasonable help when needed. Question 6. The instructor s grading was fair in this section of the course. Question 7. The instructor created a classroom environment where I felt comfortable to ask questions and interact with the instructor. 6

7 The median and mean scores indicate that the majority of the students agree or strongly agree that the Animal Science unit encourages a positive educational environment. The range indicates that additional challenges exist in a few select cases. 2. Are we teaching students what they need to know to be successful contributing members of industry and society?* Responses to questions 3 and 8 were combined for all Animal Science faculty members to assess whether students felt they were learning what they needed to know. Weighted means, median and range of scores are reported for each of these questions for the assessment (see table below). Animal Science Course Evaluation Weighted Means, Range and Median Scores for Questions 3, 8 and Overall Course Satisfaction Question Three Eight Overall Fall 2012 Mean Median Range Spring 2013 Mean Median Range Overall Question 8 Spring 2013 Fall 2012 Question Question 3: The instructor helped me achieve the objectives stated in the course policy statement. Question 8: The instructor helped me develop problem solving skills that I could use in the future. 7

8 The median and mean scores indicate that the majority of the students agree or strongly agree that the Animal Science unit is teaching both content and problem solving skills that they need. The range indicates that additional challenges exist in some courses. 9. Who interpreted or analyzed the evidence that was collected? (Check all that apply.) Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Staff advisor (e.g., from student support services) Students (graduate or undergraduate) Dean/Director Other: Assessment Committee 10. How did they evaluate, analyze, or interpret the evidence? (Check all that apply.) Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: Click here to enter text. 11. State the results of the assessment question(s) and/or assessment goal(s) stated in Question Are we providing an atmosphere that is conducive to inquiry, learning, service and leadership? * Student Exit Survey Forty-one percent of those who commented indicated that a positive relationship with the faculty and staff in the School of Agriculture was what they liked the most about the school indicating that a positive atmosphere was apparent in the school. The frequency of participation of the students in the School of Agriculture is shown in the figure below. These activities have been identified by the faculty and staff as likely having a positive impact on student learning and retention. The graph illustrates the changes in 8

9 participation in these activities between 2008 and It appears that and increased focus on cultural diversity and public affairs may be needed. Exit Summary Student Activities Informal faculty interaction Available advisor Public affairs Cultural diversity Leadership in class Group projects in class Involved in clubs Internships Recruitment and Retention Survey: (Onyango, March 2013) All attributes selected indicate that they are important to the students in terms of their satisfaction with the school. Although the quality of learning facilities is considered the least important of the attributes identified, these students satisfaction compares favorably with the importance leaving no gap between importance and satisfaction. Although the mean satisfaction scores indicate student agree that the faculty and staff care about them, are enthusiastic about their teaching and are concerned that they learn the course material the means between 3.75 and 4.04 with standard deviations as high as indicate that there is room for improvement. With 41 percent of the students completing the exit survey commenting on the positive attributes of the professors and staff being the thing they liked the most about the MSU Agriculture, and the mean scores at the satisfied rather than extremely satisfied level we may need to continue to carefully monitor these perceptions to assure that we are not losing our caring attitude toward students (note performance gap of -.50 for caring instructors and -.62 for concern that the students learn course materials). 2. Are we teaching students what they need to know to be successful contributing members of industry and society?* Public Affairs Scale Data suggest that an increased focus on cultural competence may be in order. Both students entering the School of Agriculture (3.29) and those in their senior year (3.04) indicated and Not Sure position on the cultural awareness of the scale. 9

10 Student Exit Survey Public Affairs Mission Have participated in public service activities Have developed an understanding of leadership attributes. Have developed an understanding of world cultural differences. Have developed an understanding of U.S. cultural differences. All Programs Animal Science The students were asked to rate their exposure and understanding of the public affairs mission by rating their experience on a five point scale between 1 (inadequate) to 5 (beyond adequate). The mean scores in the 3 range would indicate a significant exposure but certainly not overexposure. It appears that as a group the animal science respondents participated somewhat more in public service activities but had comparable appreciation for leadership and cultural diversity to their peers in other units in the school. Again the lowest mean scores are in the areas of understanding U.S. and world cultural differences. Importance of and Competence in Areas of Instruction Problem Solving Skills Working in Groups Decision Making Skills Leadership Skills Data Evaluation Written Communication Skills Oral Communication Skills Animal Management Animal Welfare Animal Production Practices Animal Science Principles Competence Importance A total of 29 areas of instruction were identified by the faculty as critical for student preparing for jobs in the agriculture industry. The students were asked to evaluate each in terms of whether instruction in the area was provided, how much instruction was received, 10

11 the areas importance of each to employability in their career field, as well as their perception of their level of competence. The figure above lists the top 11 skills the animal science students felt were important to their careers and their perceived level of competence in those skills. All of these skills/abilities were rated important to very important. The level of competence scale is from 1 (inadequate) to 5 (beyond adequate). A student competence level greater than 3 indicates students are relatively comfortable with their current skill level. Student Internship Reports Review of the reports written by the 18 animal science students completing internships during this period implied the students were gaining insight into the industry and job requirements during their internships, however, the differences in report format make it difficult to tabulate data on success in achieving specific student learning outcomes. 3. Are students learning what we are attempting to teach?* Pre-post Testing Data indicate that student knowledge in all of the academic areas tested increased. A percentage increase should be expected but closer evaluation of the tests could provide a more detailed evaluation of instructional effectiveness on a number of levels. Student Internship Reports Review of the 60 reports (18 percent Animal Science) imply student learning, however, the difference in report format make it difficult to tabulate data. Information from the internship site may be more helpful in determining the student s skill level going into the internship and would be useful as a measure of student learning outcomes at the course, programs and unit level. 12. State how the program used the results or plans to use the results. (For example, was there a department meeting(s) to discuss data about student learning? Using the results can range from changes to the presentation of the material in a course to a faculty meeting or discussion about changes to minor and major curriculum changes). The results from assessment activities are discussed by the assessment committee and presented to the units during the fall and spring faculty meetings. School wide data will be reported and refinement of learning objectives and assessment tools will take place at these times as needed. Public Affairs Scale We have applied for and received grant funding for a George Washington Carver recruitment initiative. We hope this grant will not only increase the number of underrepresented students in the School of Agriculture but also increase the awareness and 11

12 appreciation of the contributions of these communities by utilizing students in all areas in the school for this initiative. This public affairs scale report will be presented this fall at the faculty meeting. Ideas for increasing cultural awareness and for more effective assessment of our students understanding and awareness of other cultures and the impact these cultures have on the field of agriculture will be discussed. Pre-post Testing Pre-testing is generally used as an assignment or extra credit assignment early in the semester and post-testing may be a separate exam or questions may be imbedded in the final examination. Imbedding the questions gives the best assurance that students will try to get the answers correct and gives the best indication of their comprehension of the content at that point in time. Pre-test scores can be used to indicate if students are adequately prepared for the class, or if they have been advised properly (are taking the classes in the proper sequence). Testing is also useful to assist in course development/improvement. If the tests are planned by section/instructional unit or format, faculty members can evaluate performance between the different sections/instructional units or formats to help determine effectiveness of the instruction in each individual area and identify what is working and what is not. Pre-test and post-data will continue to be evaluated to determine if the post-test performance in each course is adequate to prepare students for success in the next course in the curriculum. In the future, it may be helpful to sort data to evaluate performance between traditional and transfer students and possibly between different demographic groups. Student Exit Survey In this report only about 20 percent of the senior students graduating this year were surveyed. It is important that we get a more complete sample in order to be able to identify areas that need improvement. This survey was originally completed as an interview with the head of the agriculture department. Data will be reviewed at the fall faculty meeting. Whether the expedience of the written survey is worth the loss of the personal one on one discussion with each individual student will be discussed. Until the process changes, every attempt will be made to increase the participation in the survey. In the future, sorting the comments section of the survey by unit/program may be useful in identifying specific needs for each unit/program which may differ from those of the overall school. 12

13 Student Internship Reports A list of all students who have participated in internships this year has been developed and a short list of questions will be developed this fall to more specifically request the students identify how their internship experiences address the unit s outcomes. The internship report format will be added to the agenda of our fall faculty meeting so the faculty can discuss how the format can be adjusted to more readily assist in our assessment activities. 13. Beyond the results, state additional conclusions or discoveries. This can include insights about assessment procedures, teaching and learning, program aspects, etc. Student Learning Outcomes Some faculty members are very skilled at identifying and expressing the student learning objectives/outcomes for their courses. Others refer to more general goals and expectations. Specific student learning objectives need to be identified at the course, program, unit and school level to facilitate a more effective assessment process. Internship Reports A more standardized format for internship reports is needed. In addition, a few specific questions in a Likert scale format would be useful in assessing specific learning outcomes for the internship. Also, a similar set of questions addressed to the internship sponsor would be helpful in determining if students were adequately prepared to meet the sponsor s needs. Currently, sponsors are often called to determine how the internship is working out for them, however, with no documentation of the calls readily available this information is not helpful for assessment activities. Pre-post testing We need to have faculty not only summarize their data, but also we need to provide a venue for discussion of the results. This would provide the faculty member with the information they need for course development and would also assist the Units and the School in determining necessity for, or effectiveness of, any change in advisement or curricular structure. In order for curricular structure to be addressed it will be important for testing to occur in each of the upper division courses in the Animal Science unit. to Office of Assessment by August 1,

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